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A total of 491 students responded (83.9% response rate) to the survey during the paper evaluation period, while 427 responded (80.7% response rate) in the electronic period. The mean response improved from 4.02 (paper evaluations) to 4.22 (electronic evaluations; mean difference= 0.20, p&lt;0.05). The percentage of students who responded with a 5 improved (31% with paper evaluations vs. 41% with electronic evaluations, p&lt;0.05).
The adoption of an electronic end-of-shift evaluation system was associated with improved learner perception of their feedback as compared to paper evaluations. Electronic evaluations are a useful tool to gather just-in-time data on learner performance.
The adoption of an electronic end-of-shift evaluation system was associated with improved learner perception of their feedback as compared to paper evaluations. Electronic evaluations are a useful tool to gather just-in-time data on learner performance.Emergency medicine (EM) is dedicated to the treatment of urgent and emergent illness requiring physicians to evaluate, treat, and diagnose patients of all ages. EM residency provides the foundation of knowledge enabling trainees to care for any patient. However, specific pediatric curriculum guidance from governing bodies is limited. The literature includes two potential curricula that are cumbersome to implement. Our primary objective was to identify the components of this curricula that were specific to pediatric emergency medicine (PEM). Secondary objectives were to provide a methods framework and to compare the results with the American Board of Emergency Medicine Model of Clinical Practice (EM Model).
With the modified Delphi technique, iterative rounds of expert panels sought to reach consensus on PEM-specific topics. We utilized the published curricula as the foundation and focused this list using a group of local experts. Predetermined consensus was defined as 80% agreement.
The literature-derivtudy can be replicated to yield locally applicable results in other EM programs. Additionally, the next iteration of the EM Model of Clinical Practice should inform their PEM topics from the available curricula in the literature.We sought to answer the following question Does educational debt burden affect decisions by emergency medicine residents about whether to pursue academic versus community medicine jobs directly after residency?
In this observational study, graduating residents across eight emergency medicine residencies were surveyed concurrent with their in-training examinations over 2years to assess levels of educational debt and demographic information. https://www.selleckchem.com/products/asciminib-abl001.html Job types chosen by residents upon graduation were obtained from their respective program directors. The impact of debt on type of job chosen was assessed through multivariate logistic regression with demographic controls and program fixed effects, with additional analysis of observed differences by gender.
Information was collected on 159 residents from 14 graduating classes across eight programs representing six different states. Residents with higher levels of debt had lower odds of choosing an academic fellowship or faculty position upon graduation (odds ratio [OR]= 0.77, confidence interval [CI]= 0.60 to 0.98). On further analysis, higher debt predicted lower odds of choosing an academic position for men (OR= 0.59, CI= 0.41 to 0.82), but not for women (OR= 1.05, CI= 0.63 to 1.76).
When male emergency medicine residents have higher levels of debt, they are significantly less likely to pursue an academic fellowship or faculty position after residency. This may not be the case for female residents. Results may reflect differences in the factors that affect men and women's decisions about jobs after residency, which merits further study.
When male emergency medicine residents have higher levels of debt, they are significantly less likely to pursue an academic fellowship or faculty position after residency. This may not be the case for female residents. Results may reflect differences in the factors that affect men and women's decisions about jobs after residency, which merits further study.Emergency medicine is a fast-paced specialty that demands emergency physicians to respond to rapidly evolving patient presentations, while engaging in clinical supervision. Most research on supervisory roles has focused on the behaviors of attending physicians, including their individual preferences of supervision and level of entrustment of clinical tasks to trainees. However, less research has investigated how the clinical context (patient case complexity, workflow) influences clinical supervision. In this study, we examined how the context of the emergency department (ED) shapes the ways in which emergency physicians reconcile their competing roles in patient care and clinical supervision to optimize learning and ensure patient safety.
Emergency physicians who regularly participated in clinical supervision in several academic teaching hospitals were individually interviewed using a semi-structured format. The interviews were transcribed and analyzed using a constructivist grounded theory approach.
Sient initiatives aimed to navigate the tension between urgent patient care and medical education for emergency physicians.In 2008, our emergency medicine (EM) residency program transitioned from a 3-year to a 4-year format. We analyzed the effect that this change had on the scholarly productivity and career choice of graduates, hypothesizing that it would lead residents to be more scholarly productive and graduates to more frequently obtain academic appointments and leadership roles in their first postresidency positions.
This was a retrospective analysis of graduates (=95) from a single residency program that underwent a curriculum change from a 3-year to a 4-year format. Three cohorts prior to (=36) and five cohorts after (=59) this transition were included. The primary outcome of interest was the setting of graduates' first postresidency position. Secondary outcomes included completion of scholarly activity during training and attaining a leadership role in the first postresidency position.
Of the 4-year program graduates, 44% obtained an academic position compared to 28% of 3-year program graduates. After confounders were controlled for, this difference was statistically discernible only if fellowships were excluded (including fellowship, odds ratio [OR]=2.